11

Oral Communication
Quarter 1 – Module 8:
Employs Various Communication
Strategies in Different Situations
English – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 8: Employs Various Communication Strategies in Different
Situations
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jevie Gantalao/ Esteria J. Macajelos
Editor: Gracia Rodel B. Deloria
Reviewers: Gracia Rodel B. Deloria
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela A. Abiera
Fay C. Luarez, TM, EdD., PhD. Maricel R. Rasid
Nilita l. Ragay, EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores, EdD

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros

Oriental Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 11

Oral
Communication
Quarter 1 – Module 8:
Employs Various Communication
Strategies in Different Situations
Introductory Message
For the facilitator:
Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 8
on Employing Various Communication Strategies in Different Situations!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

The ability to listen is as important

“

as the ability to speak.” -Sheryl Sandberg

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 8
on Employing Various Communication Strategies in Different Situations!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

ii
 This part includes an activity that aims to check
what you already know about the lesson to take.
If you get all the answers correct (100%), you
What I Know
may decide to skip this module.

This is a brief drill or review to help you link the

current lesson with the previous one.
What’s In

In this portion, the new lesson will be introduced

to you in various ways; a story, a song, a poem,
What’s New a problem opener, an activity or a situation.

This section provides a brief discussion of the

lesson. This aims to help you discover and
What is It understand new concepts and skills.

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
sentence/paragraph to be filled into process what
What I Have Learned
you learned from the lesson.
This section provides an activity which will help
you transfer your new knowledge or skill into real
What I Can Do life situations or concerns.
This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
Assessment

In this portion, another activity will be given to

Additional Activities you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
Answer Key module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

iii
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.

iv
 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE ------------------------------ --- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 2

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 4

Task 1 4

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 7

Task 2 7

WHAT I HAVE LEARNED --------------------------------- 8

WHAT I CAN DO ---------------------------------------- 9

Task 3 9

ASSESSMENT ------------------------------------------------ 10

GLOSSARY ------------------------------------------------ 11

ANSWER KEYS ------------------------------------------------ 12

REFERENCE LIST -------------------------------------------- 13

v
 WHAT I NEED TO KNOW

Humans are by nature social animals. We must learn to live together with others
in order to survive. No one from among us in this world has everything, because
each one of us is gifted with a unique talent and we can never be master of
everything. It is necessary to connect with the people around us and ask their talents
to do what we can’t to make ourselves complete. In doing so, communication is very
important. As a complex process, it involves a lot of steps to achieve its purpose of
understanding between and among the participants. In communication,
understanding is easily met if every participant is responsible enough to avoid
misleading information. That is why a communicative strategy is very important to
enhance the flow of communication towards understanding.
In this module, you will learn about the different communicative strategies and
how they are going to be utilized as essential to enhance the flow of every
communication process towards the understanding of every member.

Learning Competency:

Employs various communication strategies in different

situations.

Learning Objectives:
Specifically, after working on this module, you should be able to do the
following:

Knowledge -Identify the various types of communicative strategies;

Skill -Use acceptable, polite, and meaningful communicative

strategies in various communicative situations; and

Attitude -Share insights on how to convey messages in an

acceptable, polite and meaningful communicative strategies
in various
in various situations through the accomplished output.

Now, let’s begin this learning journey…

1
 WHAT I KNOW

Directions:
Evaluate yourself on how often you practice what the statements say. Put a
check (/) mark on the column that corresponds your answer. Do this as
objectively as possible. Bear in mind that there are no wrong answers.
Compute your answer and compare it with the adjectival description below.
Use your activity notebook to accomplish this task. Do not write anything on
this module.

Usually Sometimes Seldom Never

1. I collaboratively and
productively establish a topic
during
conversation.
2. I efficiently signal the beginning of a
new topic.
3. I observe limitation in
communication.
4. I give others equal opportunity to
speak.
5. I efficiently sustain a productive
conversation.
6. I patiently wait for my turn to speak.
7. I am polite when I want to raise a
point.
8. I observe appropriate transitions for
effective conversation.
9. I appreciate others who effectively
sustain an effective conversation.
10. I end a conversation effectively.
Total
Grand Total /30

Scoring Score Level of Proficiency

Usually - 3 points 28-30 Advanced

Sometimes - 2 25-27 Proficient

points Seldom 23-24 Approaching Proficiency

- 1 point 21-22 Developing

Never -0 20 and below Beginning

2
 WHAT’S IN

Task 1
Directions:
Study the comic strip below and give at least 5 observation/reaction of the
communication that transpired. Do this activity in your activity notebook. Do
not write anything on this module.

https://www.google.com/search?q=Comic+strips+on+communicative+strategy&rlz=1C1CHBF_enPH
852PH852&tbm=isch&source=iu&ictx=1&fir=b8hg_vCQuYhHLM%252CPBR

3
 WHAT’S NEW

Task 2

Directions: Answer the following questions based on the previous activity.

Write your answer/s on your activity notebook. Do not write anything on this
module.
1. Is the communication that happened in the comic strip clear? Support
your answer.

2. Are there ways to avoid miscommunication? How?

3. Suggest at least three ways to improve the above scenario, in order

achieve successful transformation.

a.

b.

c.

WHAT IS IT

People communicate every day to establish and maintain

relationships, know and understand themselves, and find meaning in the
daily grind. Moreover, since humans are social beings who survive more
effectively through sensible discourses, they are always driven to learn
the skills of creating and sustaining meaningful conversations. Successful
conversation requires understanding of the relationship between words
and sentences and the speech acts they represent. However, a
conversation may be complex at times. That is why some people get lost
along the way and misunderstand each other. The following are some
strategies that people use when communicating. It is only when every
communication participant willingly cooperates and speak in a socially
approved ways that can make a conversation meaningful. With this, the
application of communication strategies must come in.
Communication strategies are plans, means or ways of sharing
information which are adopted to achieve a particular social, political,

4
psychological, or linguistic purpose. It serves as the blueprint on how the
message or information will be properly and politely conveyed to the
participants in a communication process. It is good to note that the
application of every communicative strategy is based on the context of
communication because there is no such thing as best communicative
strategy. It always depends on the speaking situation. Different speaking
situations require different communicative strategies. The following are
some strategies that people use when communicating.

Types of Communicative Strategy

1. Nomination is a communicative strategy which involves the presentation

of a particular topic clearly, truthfully, and saying only what is relevant. A
speaker uses the nomination strategy to clearly establish a topic. Basically,
this strategy involves the opening of the topic with the people you are talking
to. When beginning a topic in a conversation, especially if it does not arise
from a previous topic, you may start off with news inquiries and news
announcements as they promise extended talk. Most importantly, keep the
conversational environment open for opinions until the prior topic shuts
down easily and initiates a smooth end. This could efficiently signal the
beginning of a new topic in the conversation.

2. Restriction refers to the limitation you may have to observe as a speaker.

When communicating in a classroom, in a meeting, or while hanging out with
your friends, you are typically given specific instructions that you must
follow. These instructions confine you as a speaker and limit what you can
say. For example, in your class, you are asked by the teacher to discuss about
he Covid 19 Pandemic in the country. In this case, you should stick to the
topic about Covid 19 in the Philippines and there’s no way you try to
sideswipe from this topic during the conversation in order to avoid
communication breakdown.

3. Turn-taking is a strategy wherein one member in the communicative

process recognizes when and how to speak because it is one’s turn. If it is
your turn to speak, then you speak, otherwise you’re not allowed. This is to
give equal opportunities to every participant to talk because there are times
where others take so much time during the conversation. The primary idea of
this strategy is to give all communicators the chance to speak. Remember to
keep your words relevant and reasonably short enough to express your views
or feelings. Try to be polite even if you are trying to take the floor from
another speaker. Do not hog the conversation and talk incessantly without
letting the other party air out their own ideas. To acknowledge others, you
5
may employ

6
visual signals like a nod, a look, or a step back, and you could accompany
these signals with spoken cues such as “What do you think?” or “You wanted
to say something?”

4. Topic Control is the keeping of the interaction going by asking questions

and eliciting a response. It covers how procedural formality or informality
affects the development of topic in conversations. For example, in meetings,
you may only have a turn to speak after the chairperson directs you to do so.
Contrast within a casual conversation with friends over lunch or coffee where
you may take the conversation floor anytime. Topic control is achieved
collaboratively regardless of the formality or informality of the context. This
means that when a topic is initiated, it should be collectively developed by
avoiding unnecessary interruptions and topic shifts. You can make yourself
actively involved in the conversation without overly dominating it by using
minimal responses like “Yes.”Okay,” “Go on”; asking tag questions to clarify
information briefly like “You are excited. Aren’t you?

5. Topic Shifting involves moving from one topic to another. In other

words, it is where one part of a conversation ends and where another begins.
When shifting from one topic to another, you must be very intuitive. Make
sure that the previous topic was nurtured enough to generate adequate views.
You may also use effective conversational transitions to indicate a shift like
“By the way,” “In addition to what you said.” Which reminds me of,” and the
like.

6. Repair refers to how the speakers address the problems in speaking,

listening, and comprehending that they may encounter in a conversation.
This is to overcome the communication breakdown to send more
comprehensible messages. For example, if everybody in the conversation
seems to talk at the same time, give way and appreciate others’ initiative to
set the conversation back to its topic. When there is a problem in
understanding the conversation, speakers will always try to address and
correct it. Although this is the case, always seek to initiate the repair.

7. Termination refers to the use of verbal and nonverbal signals to end the
conversation.

7
 WHAT’S MORE

Task 3

Copy the following sentences in your notebook. Identify the type

of communicative strategy that is best applicable for the given statement.

1. “It was nice meeting you. Bye!”

2. Can we all listen to the one who talk in front of us?

3. By the way, there is a new shop opening at the mall.

4. Now, its your turn to ask questions?

5. Excuse me, but there are 5 functions of

communication not 4.

6. Does that make sense to you?

7. When you are asked to deliver a speech in a specific

language.

8. One of the essentials lessons I gained from the

discussion is the importance of sports wellness to a healthy lifestyle.

9. In your class you might be asked by your teacher to

brainstorm on peer pressure.

10. I’m, sorry the word should be pronounced as pretty

not priti.

8
 WHAT I HAVE LEARNED

Task 4
Directions: Reflect the learning that you gained after taking up this lesson
by completing the given chart. Do this on your activity notebook. Do not
write anything on this module.

What were your thoughts or ideas about the topic before taking up
the lesson on types of communicative strategy?
I thought that….

What new or additional ideas have you had after taking up this
lesson on communicative strategy?

I learned that……

How are you going to apply your learning from this lesson?

I will apply…….

9
 WHAT I CAN DO

Task 5

Directions: Given the situations below, create a 4-5 scenes comic strip
using the different communicative strategy in your dialogue. Choose only one
from among the situations given. Use your activity notebook for this activity.

Situation 1: You are in a restaurant while your friend suddenly arrives then
you are eating together at one table and talk about the opening of classes
amidst the Covid 19 Pandemic.

Situation 2: You are the Supreme Student Government President in your

school and your Principal called your attention to come to his office and
discuss the plans of the SSG towards the solution of the problem on Covid 19
virus.

Situation 3: You are a city councilor and you are attending a legislative
session discussing the passage of the ordinance on “No Back-Ride Policy”.

Rubrics for comic strip

5 4 3 2
Comic strip Comic strip Comic strip Comic strip
shows at least 4 shows at least 3 shows at least 2 shows at least 1
communicative communicative communicative communicative
strategy strategy strategy strategy
No mistakes in At least 3 At least 6 At least 9
grammar and mistakes in mistakes in mistakes in
Spelling grammar and grammar and grammar and
spelling spelling spelling
Output is clean Output is clean Output is clean Output is not
and colorful and colorful but without clean and
with less color without color
erasures

10
11
 GLOSSARY

Communicative Strategy - any method which a learner uses to overcome

his/her inadequacies when speaking a second language.
Nomination - a communicative strategy which is applied to establish a topic.
Repair - a communicative strategy which refers to how speakers address the
problems in speaking, listening, and comprehending that they may encounter
in a conversation
Restriction - a communicative strategy which refers to any limitation that
the speaker may have
Termination - a communicative strategy which refers to the conversation
participants’ close-initiating expressions that end a topic in a conversation

Topic Control - refers to how procedural formality or informality affects the

development of topic in conversations

Topic Shifting - involves moving from one topic to another.

Turn-taking - the process by which communicators decide who takes the
conversational floor

12
 REFERENCES

Balgos, Anne Richie G., Sipacio, Philippe John F., Oral Communication in
Context. 839 EDSA, South Triangle, Quezon City. C & E
Publishing, Inc., 2016

Pampilo, MJ. And Linsangan L. (2017). Oral Communication in

Context. Quezon City, Philippines: Sunshine Interlinks Publishing
House Inc.

https://www.slideshare.net/englishIT/communication-strategies-70782108
https://www.google.com/search?q=Comic+strips+on+communicative+strate
gy&rlz=1C1CHBF_enPH852PH852&tbm=isch&source=iu&ictx=1&fir=b8hg_v
CQuYhHLM%252CPBR

13
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net